Assessment and reporting in practice
Below are a series of demonstration of my assessment and reporting processes in my professional experience 3 practicum. I assessed in Science and English specifically. This included formative feedback and summative grades.
Assessing prior knowledge as a basis for informing future practice. Helping to identify alternate conceptions, gaps in understanding or concepts clearly understood. Assessed recorded observation and marking students books to gain insight into understanding.
Formative quiz to demonstrate understanding. Self-marked and then collected by me to analyse results.
Formative book check to identify successes but also note areas which need more work.
Homework procedural text which was marked to a rubric. This rubric and expectations were clearly discussed and students were instructed to use this as a checklist. Commonalities were noted. Individual and group feedback was provided.
Summative rubric and mark based on completion of work in Science unit. Rubric and expectations discussed prior to final mark given. these marks were recorded on a spreadsheet which has been omitted due to names being present.
TWLH carts were used as a form of self-assessment as well as contributed to the final summative mark for Science. These charts provided students the opportunity for self-reflection and assessment of own learning. For me, this was a visual tool which demonstrated their personal learning and questioning.
T: What I think I know
W: What I want to know
L: What I learned
H: How I know I learnt it
T: What I think I know
W: What I want to know
L: What I learned
H: How I know I learnt it